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Controlled Composition: Variety in sentence types .... Controlled Composition: Variety in sentence types .... Choose a subject and a verb and match them with a noun phrase on the right t

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Each of the twenty chapters in Developing Writing is introduced

by a topical reading selection incorporating the lesson’s model

structures, mechanics, and grammar points Following each

reading are activities designed for students to study composi

tion, vocabulary, and spelling The goal of this book is to take

the student from the mechanics of basic sentence writing to the

ability to construct a simple paragraph Appendices include an

irregular verb list, grammar rule index, and answer keys

★

★ ★ ★ ★

U NITED S TATES D EPARTMENT OF S TATE

Office of English Language Programs

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U NITED S TATES D EPARTMENT OF S TATE

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Developing Writing

Writing Skills Practice Book for EFL

Patricia Wilcox Peterson

Originally published in 1982,

Materials Development and Review Branch

The English Language Programs Division

United States Information Agency

Washington, DC

Second printing published in 1995

This reprint published in 2003.

United States Department of State

Washington, DC

The author wishes to thank Gloria Kreisher and Dean Curry for their help, as well as book editor Lin Lougheed She also wishes to thank Luis Roja of Caracas, for his knowledge of Venezuela and his help in providing authen- tic details of life there.

Office of English Language Programs Bureau of Educational and Cultural Affairs United States Department of State Washington, DC 20547 http://exchanges.state.gov/education/engteaching/

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TABLE OF CONTENTS

Introduction ix

Chapter 1: “Square Dancing” 1

I Mechanics: Capital letters at the beginning of sentences and for names Periods at the end of sentences 2

II Grammar: Subject pronouns 2

III Grammar: Conjugation of be in the present 3

IV Controlled Composition: Dicto-comp 4

V Sentence Construction: Sentence patterns with be 4

VI Sentence Construction: Concentration 5

VII Controlled Composition: Changing from first person to third person pronouns and verbs 6

VIII Vocabulary and Spelling: Puzzle 7

Chapter 2: “The Weekend Cook” 8

I Mechanics: Capital letters for nationalities and for the days of the week 9

II Grammar: Third person -s forms in the present tense 9

III Grammar: Subject-verb agreement 10

IV Grammar: Object pronouns 10

V Sentence Construction: Sentence patterns with present tense verbs 11

VI Grammar: Adverbs of frequency with be and other main verbs 12

VII Grammar: Adverbs of time at the beginning of the sentence 14

VIII Controlled Composition: Responding to questions 14

IX Free Composition 14

Chapter 3: “That’s Not My Job” 15

I Grammar: Contractions with pronouns and be, be and not 16

II Grammar: Spelling noun plurals 16

III Grammar: Possessive’s with people 16

IV Mechanics: Review of capitalization and punctuation 17

V Grammar: Choosing a or an 17

VI Controlled Composition: Dicto-comp 18

VII Grammar: Subject-verb agreement 18

VIII Sentence Construction: Sentence patterns with present tense verbs 18

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Chapter 4: “In a Restaurant” 20

I Mechanics: Review of capitalization and punctuation 21

II Grammar: Noun plurals 21

IV Grammar: Articles 22

V Controlled Composition: Dicto-comp 22

VI Sentence Construction: Concentration 22

VII Sentence Construction: Sentence patterns with present tense verbs 23

VIII Vocabulary and Spelling: Puzzle 24

Chapter 5: “Pen Pals: Roberto Writes a Letter” 25

I Mechanics: A Noun plurals B Capital letters for the names of streets, cities, states, and countries Commas and question marks 26

II Grammar: Possessive adjectives 26

III Controlled Composition: Replacement exercise 27

IV Grammar: Prepositions of place: in, on, at 28

V Grammar: Questions with be 28

VI Grammar: Questions with do 29

VII Sentence Construction: Asking and answering questions 30

VIII Controlled Composition: Incomplete letter 30

Chapter 6: “Pen Pals: Sara Writes Back” 31

I Mechanics: A Noun plurals B The exclamation point 32

II Grammar: Making negative statements with don’t and doesn’t 32

III Mechanics: Review of capitalization and punctuation 33

IV Sentence Construction: Making questions about topics 33

V Sentence Construction: Concentration 34

VI Controlled Composition: Incomplete dialog 34

VII Grammar: Articles 35

VIII Controlled Composition: Dicto-comp 35

Chapter 7: “Enormous Cabbages Show the Effect of Long Alaskan Days” 36

I Mechanics: Capital letters for the names of continents, oceans, rivers, mountains, valleys, and the months of the year 37

II Grammar: The definite article the before proper names 37

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III Grammar: Sentence combining with and, or, but, and so 39

IV Sentence Construction: Concentration 39

V Sentence Construction: Expanding sentences with adjectives 40

VI Controlled Composition: Incomplete letter 41

VII Controlled Composition: Incomplete dialog 42

VIII Vocabulary and Spelling: An Alaskan crossword puzzle 43

Chapter 8: “Food Customs” 44

I Mechanics: Capitalization and punctuation 45

II Grammar: Sentence combining with the main verb deleted 46

IV Sentence Construction: Noncount nouns 47

V Grammar: Articles 48

VII Controlled Composition: Writing about your food habits 48

VIII Vocabulary and Spelling: Word puzzle 49

Chapter 9: “The Kramers’ Woodpile” 50

I Mechanics: A Third person -s forms B Review of capitalization and punctuation 51

II Grammar: Review of the rules for articles with common nouns 51

III Grammar: Using the definite article the for second mention of nouns 52

V Grammar: Subject-verb agreement 53

VI Controlled Composition: Responding to a picture 53

VII Sentence Construction: Words that are both nouns and verbs 54

VIII Vocabulary and Spelling: Compound nouns 54

Chapter 10: “In the City or in the Suburbs?” 55

I Grammar: Count and noncount nouns with articles 56

II Controlled Composition: Dicto-comp 56

III Sentence Construction: Statements with There is and There are 56

IV Sentence Construction: Questions with Is there and Are there 58

V Grammar: Word order with adverb phrases 59

VI Grammar: Sentence combining review 59

VII Controlled Composition: Incomplete letter 60

VIII Vocabulary and Spelling: Compound nouns 61

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Chapter 11: “Riddles” 62

I Grammar: Review of verbs in yes-no questions 63

II Grammar: Information questions 63

III Sentence Construction: Concentration 64

IV Grammar: Possessives with things 65

V Sentence Construction: Writing riddles 66

VI Grammar: Choosing prepositions 67

VII Controlled Composition: Choosing relevant information 67

VIII Vocabulary and Spelling: Puns 68

Chapter 12: “Crowding” 70

I Mechanics: Using commas in a series 71

II Grammar: Spelling -ing verb forms 71

V Grammar: The definite article the before prepositional phrases 73 VI Sentence Construction: Making questions about topics 73

VIII Controlled Composition: Choosing relevant information 75

Chapter 13: “Corner Stores and Supermarkets” 77

I Mechanics: A Spelling of -ing forms B Capital letters for the names of companies and stores 78

II Grammar: Comparison of adjectives 78

III Sentence Construction: Making comparisons 80

IV Controlled Composition: Choosing relevant information 81

VI Grammar: The definite article the with specific groups 82

VII Controlled Composition: Variety in sentence types 82

VIII Vocabulary and Spelling: Crossword puzzle 83

Chapter 14: “Family Roles” 84

I Mechanics: A Noun plurals B The colon before a list of examples 85

II Grammar: The past tense of to be 85

III Grammar: The past tense with regular verbs 86

V Sentence Construction: Comparisons with more, less, and fewer 87

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VI Grammar: Sentence combining: compound sentence parts 88

VIII Controlled Composition: Choosing relevant information 90

Chapter 15: “Tall Tales” 91

I Mechanics: A Review of comparisons 93

B Quotation marks 93

II Grammar: Past tense irregular verbs 94

III Controlled Composition: Dicto-comp 94

IV Sentence Construction: Questions and negatives with did 94

V Grammar: Using very, too, enough, so…that, and such…that 95

VI Controlled Composition: Organizing ideas 96

VII Controlled Composition: Responding to a picture 97

VIII Controlled Composition: Responding to a picture 98

Chapter 16: “Making a Banana Split” 99

I Mechanics: A Regular and irregular past tense verbs B Using a comma after a subordinate clause 101

II Grammar: The past progressive tense 101

III Controlled Composition: Past narration 102

IV Grammar: Sentence combining with adverb clauses 102

V Grammar: Review of articles, some as a quantifier 103

VII Controlled Composition: Organizing ideas 104

VIII Controlled Composition: Past narration 104

IX Free Composition 104

Chapter 17: “A Debate: Dogs in the City” 105

I Mechanics: A Review of comparisons B The semi-colon in sentence combining 106

II Grammar: Sentence combining with subordinate conjunctions and conjunctive adverbs 107

III Sentence Construction: Concentration 108

IV Grammar: Modal auxiliaries 109

VI Controlled Composition: Variety in sentence types 110

VIII Free Composition 112

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Chapter 18: “Planning a Trip” 114

I Mechanics: Contractions with have and will 115

II Sentence Construction: The present perfect tense 115

III Controlled Composition: Incomplete dialog 117

V Grammar: Indefinite pronouns: some, any, and one 118

VI Grammar: Sentence combining practice 118

VII Sentence Construction: Writing complete sentences 119

VIII Vocabulary and Spelling: Past participles as adjectives 120

Chapter 19: “Phobias” 122

I Mechanics: Nonrestrictive relative clauses 123

II Grammar: Restrictive relative clauses 123

V Sentence Construction: Writing definitions 125

VI Grammar: Substituting that for which or who 125

VII Controlled Composition: Organizing ideas 126

VIII Vocabulary and Spelling: Present participles as adjectives 127

Chapter 20: “A Day at the Beach” 128

I Mechanics: Quotations and paragraphs 129

II Grammar: Final review of articles 129

III Controlled Composition: Dicto-comp 130

IV Grammar: Reduced relative clauses 130

V Sentence Construction: Indefinite pronouns: one, ones, and kind 131

VI Grammar: Choosing prepositions 132

VIII Vocabulary and Spelling: Crossword puzzle of irregular verbs 133

Appendix A: Common Irregular Verbs 135

Appendix B: Review of Grammar 138

Appendix C: Answers to Puzzles 141

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The goal of this book is to take the student from the mechanics of ba sic sentence writing to the ability to construct a simple paragraph The vocabulary and the structures have been planned chapter by chapter, from simple to more complex, and the lessons build on each other For this reason, the students will probably benefit the most if they do the exercises in each chapter in the order they are presented The same is true of the order of the chapters: information presented early in the book will be helpful for the writing tasks in the later chapters

The amount of time needed to work through a chapter depends on the level of the students, the length of the class period, and the teacher’s decision about homework Some groups may finish a chapter

in two hours, with two hours of outside work Other groups may do all the exercises in class in four or five hours Two sample lesson plans are suggested at the end of this section, one with homework assignments and one without homework

Each chapter includes some of the following exercises:

1 Text The text is a reading selection that contains the model struc

tures upon which the chapter is based There is a variety of styles and registers of English Some of the texts are descriptions; some are nar ratives; some are newspaper articles; some are dialogs; and some are letters

The teacher may read the text out loud, or he may ask the students to read it silently The texts in dialog form (chapters 3,10 and 20) are suitable for dramatic reading in pairs After the first reading, the teacher may want to clarify new vocabulary words and ask a few comprehen sion questions

2 Mechanics This section helps to reinforce the new vocabulary,

ideas, and structures in the text To present the section, the teacher should explain the rule of punctuation or capitalization to the class, and write the example or the first problem on the board Then the students can do the remaining problems

One effective method for checking the students’ work is to divide the chalkboard into sections and ask each student to write one answer in a section Several students can do this at once, to save class time Then the class as a whole can read and correct the boardwork This self

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correction builds awareness of the mechanical rules of English and should encourage careful writing

3 "r$mm$r Many types of structures are included under this head

ing Essentially everything that is rulebased is included here: question transformations, negation, tenses, and sentence combining One par ticularly important goal of the book is to give practice in the use of arti cles Rules for article use are introduced very gradually and drilled repeatedly An index to grammatical information is given in the appendi ces in the back of the book

The teacher will want to discuss the rule briefly before the students

do an exercise, and the class should do one or two problems together

so the teacher is sure that they understand Many grammar exercises can be done orally first, and this strengthens the students’ listening and speaking skills Oral work is appropriate for sentence combining, word order exercises, question transformations, negations, and tense work

It may be especially useful to read the article exercises aloud, to help the students develop a sense of correctness with English articles When the students write out the problems, they may work individually or in pairs Work should always be collected, corrected, and returned for the students to see

4 #entence !onstruction Exercises under this heading introduce

elements of free choice in writing The students are given some sen tence parts, but they must put the sentence together in their own way Often there is more than one correct response to each problem

These exercises may be done in class or as homework Since these exercises involve the beginning of some original thought, students often like to see each other’s work Sentences can be written on the board, corrected, and discussed The incomplete dialogs in chapters 3, 6, 7,

12, and 17 should provide enjoyment if the students read them aloud in pairs One type of sentence construction exercise, the game of Concentration, must be done in class with a partner

5 !ontrolled !omposition The purpose of these exercises is to give

practice in writing studentgenerated short paragraphs, letters, dialogs, and other units longer than a single sentence Some of the exercises are suitable for homework, and some can be best done in class Another way to handle these compositions is to hold a writing lab with

in the classroom In this procedure, each student works independently; the teacher walks around the room, commenting on the papers and

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helping students one by one Especially good compositions can beread aloud at the end of the lab period.

A few composition exercises are of the highly controlled variety, inwhich the students’ task is basically to copy a given text and to makecer tain required changes of tense, pronoun usage, or similar changes.These occur primarily in the first half of the book, when the students’grammatical repertoire is still fairly limited

Dicto-comps are used in almost every chapter to form a bridge between grammar work and free writing They resemble dictations in thatthe content has been predetermined However, as the directions indi- cate, the students are not asked to write a word-for-word copy of theoriginal Rather, they are to listen three times before writing, and then tocompose a paragraph from memory, as close to the wording of theorigi nal as possible

Partly completed compositions with large blanks are a kind of con trolled composition that calls for more student input These assign-ments provide the students with choices that are varied enough to allow

-an op portunity for expression, but controlled enough to make incorrectcombi nations rather unlikely By completing each sentence appropri-ately, stu dents can practice writing paragraphs, letters, and memos intheir own words, conforming to a standard form

Some composition assignments are almost entirely free, stimulated

by a list of questions or a picture When this kind of assignment is given,there has been a previous text in the chapter which can serve as amodel

In the second half of the book there are exercises that treat the pro cess of composition as a problem of arranging and ordering ideas Inthese assignments, sentences are given to the students, but they areout of order The students’ task is to rewrite the composition in a logi-cal order

game activity There are puzzles and word games to expand studentvocabulary and to focus attention on accurate spelling In this section,

as well as in the grammar section, attention is given to the spelling andusage of inflectional and derivational affixes These sections are in- tended to bring some fun to the drudgery of spelling work They should

be done in class in pairs or even in teams At the end of a unit, theteacher may want to reward the class by arranging a competitive game,

in which two teams try to be the first to complete a puzzle

xi

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Below are two possible time schedules for a typical chapter in thebook.

Two-Hour Plan with

Homework

Day one

Text Read the text aloud or si-

lently, clarify vocabulary, and

ask comprehension questions

Mechanics Explain the rule,

have students write the

sentenc es on the board, and

correct their work

Grammar Review the rule and

do some problems orally

Students write out the exercise

individually or in pairs Collect

the papers

Homework Sentence Con-

struction Exercise

Day Two

Correct the Sentence Con-

struction exercise in class and

Text Read the text aloud or si-

lently, clarify vocabulary, andask comprehension questions

Mechanics Explain the rule,

have students write thesenten ces on the board, andcorrect their work

Grammar Review the rule and

do some problems orally.Students write out the exer-cise individually or in pairs.Collect the papers

Day Two

Sentence Construction

exerciseHave students act out dialogs,compare different studentanswers, or do Concentrationgame in class

Day Four

Discuss the student composi-

tions and compare them Havestudents read each other’swork to develop a critical eye

Puzzle Team game

xii

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Hello. I am Ernie Anderson. I

am a truck driver. I am from the United States

Here is a picture of my wife and

me We are with our friends We are square dancers Dancing is not our work It is our hobby

The square dance is an old American dance for four couples. A couple is one man and one woman. Three other couples are in our square Their names are Bob and Marsha, Doug and Cathy, and Henry and Eileen

My wife’s name is Hazel. Her dress is short and full. It is a squaredance dress. We are in the front on the left. The music is very fast right now

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I.Mechanics Capital letters at the beginning of sentences and for

names Periods at the end of sentences

Each new sentence begins with a capital letter and ends with aperiod (.)

This is a good sentence, this is not correct

Names begin with capital letters, too:

Ernie Anderson Bob and Marsha Kovacik

Copy the sentences, and make all the corrections that are necessary

1 i am ernie anderson

2 i am from the united states

3 we are square dancers

4 dancing is our hobby

5 it is an american dance

6 bob and marsha are our friends

7 henry and eileen are another couple

8 a couple is a man and a woman

9 hazel is my wife

10 we are in the front of the picture

Study the pronouns below Then rewrite each sentence and substitute the appropriate pronoun for each name

I (the speaker) we (the speaker and others)you (the second person) you (plural)

he (masculine)

she (feminine)

it (things and animals)

they (plural for men, women,things, or animals)2

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Ernie Bob Doug Henry Eileen Cathy Marsha Hazel

1 Bob is a dancer

He is a dancer

2 Ernie is a truck driver

3 Doug is from America

4 Doug, Ernie, and Bob are friends

5 Hazel and Eileen are friends

6 Cathy and Marsha are in the picture

7 Hazel is Ernie’s wife

8 Hazel is a square dancer

9 Dancing is not work.

10 The music is very fast

11 The dresses are short and full

12 The picture is from last year

III Grammar The verb to be

Study the forms for the verb to be. Then copy the paragraph below, writing in the correct form

l am we are you are you are

he she is they are

it

Square dancing _fun The music _fast, and the people _friendly Ernie _at the dance every week Hazel _with him She _a good dancer Six friends _with them in a square They _happy to be there

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IV Controlled Composition Dicto-comp

Your teacher will read the paragraph above three times Listen care fully, but do not take notes After the third reading, write the paragraph

-as well -as you can from memory

The verb to be connects the subject of a sentence to another word thattells us something about the subject This second word or phrase after theverb may be another noun, an adjective, or an adverb In this way, wecan see three different basic sentence patterns with the verb to be

1 Sentence patterns with noun phrases The word or phrase after the verb may tell us what or who the subject is:

The square dance is an old American dance

Noun phrase + be + Noun phrase

On the left is a list of subjects On the right is a list of noun phrases,tell ing what or who Choose a subject and a verb and match them with

a noun phrase on the right to make a sentence Write as many tences as you can Example: Ernie is a truck driver

sen-Noun phrase + be + Noun phrase

a truck driver his wife square dancers Ernie’s friends fun

not work

a hobbyanother couple

2 Sentence patterns with adjectives The word or phrase afterthe verb may tell us how the subject is, or what it is like:

The music is very fast

Noun phrase + be + Adjective

4

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On the left is a list of subjects On the right is a list of adjectives tellinghow Choose a subject and a verb and match them with an adjective onthe right to make a sentence Write as many sentences as you can.Noun phrase

+ Adjectivehappy welcome short and full fast

American

3 Sentence patterns with adverb phrases The word or phraseafter the verb may tell us where the subject is, or where it is from:

Ernie is from the United States

Noun phrase + be + Adverb phrase

On the left is a list of subjects On the right is a list of adverb phrases.Choose a subject and a verb and match them with an adverb phrase onthe right to make a sentence Write as many sentences as you can

+ Adverb phrasefrom the United States

in a square

on the right

in the front

in the picturewith my wife

This is a game you can play with another person Cut squares ofpaper to fit over each box below Cover each box with a square ofpaper Have a pencil and paper ready to write sentences

The first player turns over two squares He reads the words in theboxes If they make a good sentence, he writes the sentence on hispaper He leaves the boxes uncovered If the words do not go together

in a sentence, he covers them again (Remember what is under eachsquare of paper!) The second player takes his turn Continue playing

5

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Dancing is The dresses

are

one one

man and woman

we ﬁ they our ﬁ their

I am Ernie Anderson. I am a truck driver. I am from the United States This is my wife My wife’s name is Hazel Her dress is short and full It is

a squaredance dress We are square dancers We are with our friends Three other couples are in our square Dancing is not our work It is our hobby

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VIII Vocabulary and Spelling Puzzle

In the puzzle below there are 20 words from this chapter They may

be located horizontally, vertically, or diagonally See how many of thewords in the list you can find

hesheitweisareamdriverdancingdressmusic

hobby work couple happy square friend wife picture full short

7

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CHAPTER TWO

THE WEEKEND COOK

My dad works in a bank He works there from Monday to Friday Hehelps people He counts money, and he uses the computer His job isimportant He is an important man at the bank

Dad also works at home On weekends he cooks dinner Usually hefixes Italian food On Saturdays he makes spaghetti On Sundays hemakes pizza Sometimes he fries chicken or fixes Chinese food Mymother watches and helps She cuts the vegetables She tosses thesalad I wash the dishes

Some people say it is strange for a man to cook My dad enjoys hishobby Cooking relaxes him His father was a weekend cook, too

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I. Mechanics Capital letters for nationalities and for the days of the

week Names of nationalities begin with capital letters:

Italian Chinese Venezuelan American

The days of the week begin with capital letters, too

Sunday Monday Tuesday Wednesday Thursday

Friday Saturday Copy the sentences, and make all the corrections that are necessary

1 my father is a weekend cook

2 he works at a bank on monday, tuesday, wednesday, thursday, and friday

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2 A few verbs add -es in the third person singular They are verbsthat end in s, z, sh, ch, or x Write the forms below with the correctspelling.

He fixes, (fix, finish, relax, rush)

She watches, (watch, toss, wash, teach)

3 If a verb ends in a consonant and -y, change the y to i beforeadding -es If the verb ends in a vowel and -y, simply add s; Write theforms below with the correct spelling

He tries, (try, fry, study, hurry, carry, marry)

She says, (say, enjoy, play, stay, buy, pay)

4 The verb have is irregular The third person singular form is has

He has a cookbook

III Grammar Subject-verb agreement

Rewrite the sentences below, adding the correct form of the verb.Remember that he, she, and it take -s forms

1 Most women cook the dinners at home (cook)

2 My mother cooks most of the time (cook)

3 She dinner on Mondays, Tuesdays, Wednesdays, andThursdays (make)

4 My father Italian food on the weekends (fix)

5 My brother and I the dishes (wash)

6 We the salad, too (help with)

7 I to cook already (know how)

8 Cooking my father (relax)

9 Important people and all day (rush, hurry)

10 Often they _ a hobby after work (enjoy)

These are the forms of pronouns when they are the object of averb or a preposition

I ﬁ meyou ﬁ you

he ﬁ himshe ﬁ her

it ﬁ it

we fi usyou fi youthey fi them 10

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Rewrite each sentence and substitute an object pronoun for eachnoun Follow the example.

1 My father helps people My father helps them

2 My father uses the computer

3 My mother washes the vegetables

4 I cut the vegetables

5 My dad enjoys cooking

6 He enjoys helping my mother

7 Cooking relaxes my father

8 My mother teaches my father to cook

9 My dad teaches (his son.)

10 My mother helps my dad and me

In chapter one you learned three sentence patterns with the verb tobe: Noun phrase + be + Noun phrase

Noun phrase + be + Adjective

Noun phrase + be + Adverb phrase

Other verbs can also be put in groups, according to the kinds ofwords that come after them A verb that takes an object after it is atransitive verb (Verb ) Transitive verbs occur in this pattern:

T

My father cooks dinner

Noun phrase + Verb + Noun phrase

+ Noun phrasedinner him his hobby his wife the vegetables the salad the dishespizza and spaghetti11

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Verbs that cannot take an object are intransitive (Verb ) Intransi

My father works in a bank

Noun phrase + Verb + Adverb phrase

I

On the left is a list of subjects On the right is a list of adverb phrasesthat can be used with intransitive verbs Choose a subject and a verb andmatch them with an adverb phrase to make a sentence You may need

to add -s or -es to the verb Make as many sentences as you can.Noun phrase

+ Noun phrasevery hard

in a bank

on the weekend

in the kitchenafter worktogether

Adverbs of frequency tell how often something happens Thesewords come after a form of the verb to be;

Father is never late

Mother is usually busy

Junior is always hungry

Below is a schedule that tells where each person in the family is duringthe week Look at the schedule, and then write all the sentences with adverbs of frequency in the correct position Use this scale as a guide: 7days a week = always; 5 or 6 = usually; 4 = often; 2 or 3 = sometimes;

1 = rarely; and 0 = never

12

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1 Dad is at the bank

2 Junior is at school

3 Mother is at home

4 She is at work

5 They are at home on the weekends

6 They are at home on Mondays

Adverbs of frequency with other main verbs

The adverbs of frequency come before other main verbs besides

to be

Junior always helps at home

Father sometimes cooks dinner

Mother often works in the kitchen

Look at the schedule below It is a work plan for a family Write all the sentences below with adverbs of frequency, telling how often each person works

1 Junior washes the dishes

2 Mother and Dad wash the dishes

3 Mother tosses the salad

4 Junior tosses the salad

5 Mother cooks dinner

6 Dad cooks dinner

7 Dad cuts vegetables

8 Junior cuts vegetables

9 Mother cuts vegetables

10 These people work together

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VII Grammar Adverbs of time at the beginning of the sentence

Sometimes adverbs of time can come at the beginning of a sentence Rewrite these sentences and place the adverb or phrase at the beginning

1 Nobody is at home on Mondays. On Mondays nobody is at home

2 Dad works at the bank from Monday to Friday

3 Mom teaches at a school on Mondays, Wednesdays, and Fridays

4 Junior is usually at school

5 Everybody is at home on weekends

6 Dad often cooks spaghetti or pizza

7 Mother sometimes goes out to work

8 She usually rushes home to fix dinner

9 Mother works very hard on Fridays

10 Dad usually helps her with the salad on Fridays

VIII !ontrolled !omposition Responding to questions

Make a chart to show where the people in your family are each day

Name Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Find a partner in the class and discuss your chart with him Ask him questions about his time chart, too Then write a paragraph to answer these questions: Where is everyone on week days? Where is everyone

on weekends? Where is your mother, usually? Where is your father, usually? Where are you?

IX Free !omposition

Write a paragraph and tell who does the work in your family

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A customer comes into the Westside Pharmacy He’s very sick Clerk: May I help you?

Customer: Yes, please I have a pain in my side, an ache in my

stomach, and a headache. I need a pill, an aspirin, or a painkiller… something fast

Clerk: I’m sorry, but that’s not my job That’s Mr Brown’s job

He’s the head pharmacist

Customer: May I see Mr Brown, please

Clerk: I’m sorry Mr Brown is busy He’s on the phone

Customer: Then his helper

Clerk: She’s busy, too Please wait

Customer: Oh, no

Clerk: Oh, here’s Mr Brown

Mr Brown: Yes? May I help you?

Customer: I have a pain in my side, an ache in my stomach, and a

headache Please give me a pill

Mr Brown: That isn’t my job I’m not a doctor I’m a pharmacist Dr

Saunders has an office next to us His address is 215 Grand Avenue Come back with a prescription We can help you then

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I Grammar Contractions: subject pronouns and be, be and not

In informal English, we can combine a pronoun and a verb in the fol lowing ways:

I + am = I’m he + is = he’s we + are = we’re you + are = you’re she + is = she’s they + are = they’re that + is = that’s it + is = it’s

Rewrite the sentences below and use contractions

1 He is the head pharmacist

2 She is his helper.

3 That is my job

4 I am a pharmacist

5 He is a doctor

6 It is his office

7 We are busy

8 They are here

9 You are sick

10 That is an aspirin

We can also combine the verb with the word not:

is + not = isn’t are + not = aren’t

Rewrite the sentences below and use contractions with not

1 That is not my job

2 He is not a doctor

3 She is not here

4 We are not busy today

5 They are not in the office

6 It is not time for lunch

II Grammar Spelling noun plurals

Noun plurals follow the same spelling rules as the s forms of present tense verbs Add s for most nouns; add es if the noun ends in s, z, sh,

ch, or x Nouns that end in a consonant and y change the y to i and add

es Write the plural form for each noun below

1 Add s to: pain, ache, pill, aspirin, job, problem, office, doctor, phar macist, helper, prescription

2 Add es to: lunch, dish, box, dress, tax

3 Change the y to i and add es: family, pharmacy, country, city, hobby

III Grammar Possessive ’s with people

To show possession, use an apostrophe (’) after the person’s name and add s Write the forms below

1 Mr Brown has a helper Mr Brown’s helper

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ruth bennet works in mr browns pharmacy she is mr browns helper sometimes a customer wants a prescription that isnt ruths job shes a pharmacists helper she isnt a doctor sometimes an aspirin will help the customers headache its ruths job to give out aspirin

To choose between a or an, listen to the beginning sound (not the spelling) of a word. If the word begins with a vowel sound, use an; If it begins with a consonant sound, use a; Write the lists below with an article before each word

Vowel sounds

_aspirin _address _idea

_ache _office _Italian

_American

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Your teacher will read the dialog below three times. Listen carefully, but do not take notes. After the third reading, write the dialog as well as you can from memory. Listen carefully for the articles a and an

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VIII. Sentence Construction Sentence patterns with present tense

verbs Review the sentence patterns we have learned so far

T I

Noun phrase + Verb + Adverb phrase

I

Make as many good sentences as you can by choosing verbs from the lists below. Remember that each sentence in the present tense can take only one verb

T

need (Verb ) T work (Verb )

in the pharmacy here

next to us

on the phone

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Peter Day is a cook He cooks in a restaurant. Peter cooks on a grill. He grills meat for ham burgers. Next to Peter

is Pau line. Pauline is also a cook. She puts sandwiches together. Peter and Pauline are very busy. They work quickly They make hundreds of sandwiches every day

Many customers order sandwiches every day The waitresses write orders on small pieces of paper Pauline reads the orders and calls to Peter, “Two hamburgers and a steak, medium.” Then a waitress picks up the food, and brings it to her customers The waitresses bring three or four orders at a time The customers eat their sandwiches and pay for the food

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I Mechanics Review of capitalization and punctuation

1 many people work in restaurants

2 peter and pauline work together

3 pauline isnt a waitress

4 shes a cook

5 she puts sandwiches together

6 pauline reads the orders and calls them out to peter

7 its very busy in the restaurant

8 many customers order food every day

9 the cooks work quickly

10 the customers eat and pay for the food

II Grammar Noun plurals

Make each noun plural by adding s or es

III Grammar Subjectverb agreement

Each sentence below has a singular subject and an article (a or an) before it Change the subject and the verb to a plural form You will not need an article before plural nouns

1 A cook is a busy worker Cooks are busy workers

2 A restaurant is a busy place

3 A customer is a hungry person, (person ﬁ people)

4 A grill is very hot

5 A hamburger is a small piece of meat between bread

6 A hamburger is a hot sandwich

7 An order is on a small piece of paper

Continue to make each sentence plural You will not need an s ending on the verb You will not need an article before plural nouns

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9 A cook works at a grill

10 A customer orders a sandwich

11 A customer sits at a table

12 A waitress brings many orders at a time

13 A cook reads the orders

14 A cook makes many sandwiches every day

15 A customer pays money for food

IV Grammar Articles

Decide whether an article is needed in each blank Write either a, an,

or X (if no article is needed) Do not look back at the text until you are finished Then use the text to check your work

_ Peter is _ cook _ cooks work in _ restaurants _ Peter cooks at _ grill He grills meat for _ hamburgers Next to _ Peter is _ Pauline _ Pauline is also _ cook She puts _ sandwiches together Then _ waitress picks

up the food and brings it to her customers

Do you need an article before somebody’s name?

Do you need an article before a singular noun?

Do you need an article before a plural noun, usually?

V Controlled Composition Dictocomp

Your teacher will read the paragraph above three times Listen carefully, but do not take notes After the third reading, write the paragraph

as well as you can from memory Check your paper for articles and for subjectverb agreement

VI Sentence Construction Concentration

This is a game you can play with another person Cut squares of paper to fit over each box below Cover each box with a square of paper Have a pencil and paper ready to write sentences

The first player turns over two squares He reads the words in the boxes If they make a good sentence, he writes the sentence on his paper He leaves the boxes uncovered If the words do not go together in a

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sentence, he covers them again (Remember what is under each square of paper!) The second player takes his turn Continue playing until all the squares are uncovered

The player with the most sentences on his paper is the winner

grills meat

for sandwiches

give work

to many people

orders food

put sandwiches together

a customer a restaurant a waitress waitresses

sit at tables

is calls picks up puts together cooks

order work pay for

Object or Complement very busy

cooks the orders

in a restaurant hamburgers next to Paul meat for sandwiches quickly

on a grill

a hot sandwich

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VIII Vocabulary and Spelling Puzzle

In the puzzle below are 15 words from this chapter They may be located horizontally, vertically, or diagonally See how many of the words in the list you can find in the puzzle

customer restaurant waitress hamburger grill

Pauline meat Peter cook sandwich

busy steak food order work

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ts

I am very t family

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B Capital letters for the names of streets, cities, states, and countries Commas and question marks

We use a capital letter for street names, the names of cities, states, and countries In an address, the city and state are separat

ed by a comma

U.S.A

1 roberto lives in Caracas Venezuela

2 sara lives in the united states

3 her home is in fairbanks alaska

4 she lives at 1239 lincoln boulevard

5 is the weather pleasant in Venezuela

6 are the winters cold in fairbanks

7 my sisters name is teresa

8 my brothers name is alfredo

9 do you have any brothers and sisters

10 do you have any hobbies

II Grammar Possessive adjectives

Below are the words that are used before nouns to show possession

Ifi my hefi his wefi our

youfi your shefi her theyfi their

itﬁ its (no apostrophe!)

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Look at the picture of Roberto’s family Copy the sentences and use possessive adjectives

1 I have a large family My family is large

2 We have a home in Caracas

3 You have a home in Alaska

4 Alfredo has a black dog

5 The dog has the name Charlie

6 Teresa has white cats

7 They have the names Tilin and Nieve

8 I have a grandmother in the house, too

9 Grandmother has two hobbies, reading and sewing

10 We have a large family

III Controlled Composition Replacement exercise

A Writing about Roberto’s Family

Read the model paragraph below and then look at the information about Alfredo and Teresa Rewrite the model paragraph and use the in formation about Alfredo to write a description of him Write another paragraph and use the information about Teresa to describe her

Roberto is a boy from Venezuela He lives in Caracas He is fourteen years old He studies English in school His hair is black His eyes are brown His favorite sport is soccer His hobbies are swimming, soccer,

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